Teachers’ Perception and Implementation of Peer Teacher Evaluation in Kenyan Schools
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Date
2012-11
Authors
Itolondo, Wilfrida Arnodah
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Humanities and Social Science
Abstract
This paper analysed the extent to which Peer Teacher Evaluation (PTE) has been institutionalized, the role of the Directorate of Quality Assurance in Education (DQUASE) in PTE and teachers' perceptions of the purpose of PTE in Kenyan schools. This study involved 10 Kenyan secondary schools from three districts of Western Province of Kenya. Four (40%) provincial schools, five (50%) district schools and one (10%) private school were selected using a descriptive survey design. Data was collected from school head teachers, senior teachers, heads of departments and teachers using questionnaires, interview schedules and a document analysis guide. The findings revealed that all schools that practised PTE fulfilled most of the characteristics of an effective teacher evaluation practice such as: frequent observation of teachers; the use of individual teacher observation guide; holding of post-teacher evaluation conferences; programming of the PTE; storage facilities for utilized observation schedules and administrative support.
Keywords: Teachers; Perception; Implementation; Peer Teacher Evaluation; Quality Assurance; Free Primary Education; Teacher Observation; Teacher Observation Guide; Observation Schedule.
Description
Keywords
Teachers; Perception, Implementation, Peer Teacher Evaluation, Quality Assurance, Primary Education, Teacher Observation, Teacher Observation Guide, Observation Schedule.
Citation
International Journal of Humanities and Social Science Vol. 2 No. 22 [Special Issue – November 2012]